漢語母語者第二語言習得成績的年齡效應(yīng)研究

內(nèi)容概要

　　《漢語母語者第二語言習得成績的年齡效應(yīng)研究》是在作者黃懷飛的博士論文的基礎(chǔ)上編寫而成的。其獨到之處在于，它突破了單純理論思辨的局限，以大量的調(diào)查和豐富的數(shù)據(jù)，對從幼兒園到初中不同年齡段開始學習英語的被試進行學習成效的相關(guān)分析，并且證明了自己的假設(shè)，即外語學習并不是越小開始越好，最早的適應(yīng)階段應(yīng)當是小學高年級。

書籍目錄

Chapter 1 Introduction1.1 Research Orientation1.2 The Status of Age Effects in Second Language Acquisition1.3 Second Language Environment and Foreign Language Instruction Environment1.4 Rationale for the Study1.5 Key Research Questions1.6 Organization of the BookChapter 2 Previous Studies on Age Effects in Second Language Acquisition2.1 Introduction2.2 General Views of the Age Effects in Second Language Acquisition2.3 Critical Period Hypothesis in Language Acquisition2.3.1 The Concept of Critical Period2.3.2 Critical Period Hypothesis in Language Acquisition2.4 Behavioral Studies of CPH in Second Language Acquisition2.4.1 Introduction2.4.2 Proponent of CPH in Second Language Achievements2.4.3 Opponent of CPH in Second Language Achievements2.5 Neurological Studies of CPH in Second Language Acquisition2.5.1 Introduction2.5.2 Supportive Evidences of CPH in Second Language Achievements2.5.3 Opposing Evidences of CPH in Second Language Achievements2.6 Comments on the Ongoing Controversy About Age Effects in SLA Research2.6.1 Introduction2.6.2 Major Problems in Previous Studies of Age Effects in SLA2.7 SummaryChapter 3 Connection Between Previous Researches and This Book3.1 Introduction3.2 The Definition of Age Effects in This Book3.3 Environment Issue of Age Effects Study in Second Language Acquisition3.3.1 Environment Differences3.3.2. Previous Studies of Age Effects in Foreign Language Environment3.3.3 Research Findings of Age Effects Studies Between SL and FL Environment3.4 Foreign Language Education in Primary Schools3.4.1 Foreign Language Education in Primary Schools During 1960s-1970s3.4.2 Foreign Language Education in Primary Schools Since 1990s3.4.3 Primary English Education in China3.5 Necessity of the Present Study3.6 SummaryChapter 4 Research Design of the Book4.1 Introduction4.2 Basic Principles for Age Effects Study in FL Enviroment4.3 Research Design for Age Effects Study in FL Environment4.3.1 Participant Issue4.3.2 Achievement Issue4.3.3 Research Method Issue4.3.4 Statistic Measures4.4 SummaryChapter 5 Study One:Relationship Between Ages of Onset and the Short-Term English Achievements by Chinese EFL Learners5.1 Introduction5.2 Participants5.3 Data Description and Collection5.4 Data Analysis5.4.1 Statistics for Junior-3 English Scores5.4.2 Statistics for Junior-1, Junior-2 English Scores5.5 SummaryChapter 6 Study Two:Relationship Between Ages of Onset and Mid-/Long-Term English Achievementsand Achievements of English Skills by Chinese EFL Learners6.1 Introduction6.2 Participants6.2.1 Selection of Senior School Participants6.2.2 Selection of College Participants6.3 Data Description and Collection6.4 Data Analysis6.4.1 Statistics of English Scores in CEE and Scores of CET-46.4.2 Statistics for Scores of Listening, Speaking,Reading, Writing in CET-46.5 SummaryChapter 7 Study Three:Multi-Factor Study of the Differences in Speaking Scores in CET-4 Among Distinct Groups of Ages of Onset7.1 Introduction7.2 Data Collection and Analysis7.2.1 Results of ANCOVA7.2.2 Correlation Analysis7.2.3 Multiple Regression Analysis7.3 SummaryChapter 8 Discussion and Conclusion8.1 Summary of Major Findings8.2 General Discussion8.2.1 Findings Concerning the "Earlier-Is-Better" Notion8.2.2 Findings Compared to Prior Studies on "Earlier-Is-Better" Notion8.2.3 Explanations for the Study Findings8.2.4 Issue of Instructed Time in Age Effects Study8.3 ConclusionChapter 9 Implications,Limitations,Suggestions for Future Research9.1 Educational Implications9.2 Limitations of the Present Study9.3 Suggestions for Future ResearchAppendix 1 Survey InstrumentAppendix 2 Questionnaire for College StudentsAppendix 3 Sample Oral Test for CET-4Appendix 4 Criteria for Oral Test ScoringAppendix 5 Sampling Figure TableReferences后記

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